Hazlemere Church of England Combined School
The teaching of early reading
As a school, we are committed to ensuring that every child leaves our school having achieved the expected skills in reading for an 11 year old. A secure ability in reading, alongside a passion for what reading can bring, is a fundamental entitlement for every child and will allow her or him to achieve well in all other areas of the curriculum throughout their schooling.
Our commitment starts from the moment that children join our school. In the Early Years Foundation Stage (Nursery and Reception) we base the teaching of reading on the following strands:
Understanding synthetic phonics:
The five key skills taught through our synthetic phonics programme includes the following:
Videos to help teach and learn phonics
For videos and resources please use the following link
A pronunciation guide for the phonemes can also be found using the following link:
A guide for helping parents understand why the pure pronunciation of phonics sounds is so important can also be found at:
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
Phonic Knowledge and Skills
|Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
Phase Two(Reception) up to 6 weeks
|Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three(Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
Phase Four(Reception) 4 to 6 weeks
|No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five(Throughout Year 1)||Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six(Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|
How schools teach reading
Reading isn’t really just one skill - it’s a whole collection of skills, which is why it usually takes children some years to become truly independent readers. Every child learns to read at a different pace, and it’s very important not to worry if your child seems to be ‘behind’ others in their class. Some children pick up the initial skills of reading very quickly, but then seem to run out of steam; others may take a while to show much progress, but then race ahead. And of course, lots of children just pick up the skills gradually and make slow and steady progress at their own pace. But one way and another, almost every child learns to read independently by the time they go up to secondary school – especially if they get lots of support at home!
Broadly speaking, we can divide the teaching of reading into two main parts – word reading, and comprehension. Both word reading and comprehension are taught at the same time – children don’t have to know how to read words before they can start to understand stories, and they don’t need to understand stories before they can start learning to read the words.
Word reading - phonics
This means that your child’s teacher will be teaching them about letters and sounds in a specific order, gradually building up the letter patterns and sounds that your child knows so that they can read increasingly complex words.
We start formally teaching phonics at the start of their first year of school. They begin by introducing a small group of letters – usually ‘s’, ‘a’, ‘t’, ‘p’, ‘i’ and ‘n’. Children are taught one sound for each of those letters (with the short vowel sound ‘a’ as in ‘apple’, and the short vowel sound ‘i’ as in ‘igloo’). They learn to read words by sounding out the letters, and then blending the sounds together to read the word (e.g. ‘s-a-t, sat’). Using these letters and their sounds, children can quickly read simple words like ‘sat’, ‘pin’, ‘tap’, ‘pit’ and ‘sip’. They can even read a few short ‘nonsense’ sentences, such as ‘Pat is in a pit’.
The letters and sounds are taught very quickly and practised over and over again until they are very familiar. Then more letters and sounds are added, so that soon children know all the letters of the alphabet, and one simple sound for each letter.
Once children know all these letters and sounds, they can begin to learn more complex sounds and letter patterns.
Phonemes and graphemes
‘Phoneme’ and ‘grapheme’ are phonics terms which your child might learn at school and talk about at home. Graphemes are letters or groups of letters, and phonemes are the sounds they make.
Some graphemes are simply one letter – so the grapheme ‘t’ makes the phoneme ‘t’, and the grapheme ‘a’ makes the short vowel phoneme ‘a’ as in ‘apple’. Some graphemes and phonemes are a lot more complex – for instance, in the word ‘night’, the long ‘i’ phoneme is made by a three-letter grapheme, ‘igh’. So although there are five letters in ‘night’, there are only three graphemes – ‘n-igh-t’.
Children learn to sound out each grapheme in turn to read the word – e.g. ‘r-ai-n, rain’, or ‘h-a-pp-y, happy’.
Children also learn that there are lots of different graphemes that can make the same phoneme – e.g. the long ‘i’ phoneme can look like ‘igh’ in ‘night’, ‘y’ in ‘fly’, ‘i-e’ in ‘bike’, ‘ie’ in ‘pie’, ‘i’ in ‘mind’ … and so on!
They will also learn that the same grapheme can often represent different phonemes – for instance, ‘ou’ sounds different in the words ‘out’, ‘young’, ‘pour’, ‘route’, etc.
Word reading – tricky words
You don’t have to know much about the English language to realise that not every word follows the phonic code! There are lots of very common words that can’t be sounded out using basic phonics – including many of the most useful words in English, such as ‘the’, ‘was’, ‘one’, ‘were’, ‘their’, etc. These words just have to be learnt by sight. Fortunately, because they’re so familiar, children get lots of practice with them!
Right from the very start of school, your child’s teacher will be helping them to develop their comprehension skills.
To begin with, the books and other materials that children read for themselves in school tend to be very simple. Because they are designed to practise only (or mostly) the phonics your child is learning, sometimes these early phonic reading books don’t tell much of a story! The very earliest reading books are mostly about practising word reading. But even in these books, there is usually a simple story or some information, which may be partly conveyed by the pictures. Children are encouraged to talk about what they read and share their ideas about it.
Alongside their early phonic reading books, your child will also be enjoying a range of longer and more complex stories and information books, which the teacher will share with the class or group. These richer and more complex books give your child lots of opportunities to think about the story or information and share their ideas with other people. Your child will be developing their comprehension skills by:
• Making predictions about what the book will be about, or what will happen next in the story.
• Making connections between the book and their own experiences.
• Thinking about how characters in the book might feel.
• Enjoying the sounds and meanings of new words, and perhaps using these words in their own speech or writing.
• Expressing their own views about why a character might behave the way they do.
• Giving their opinions about the story or information in the book – did they enjoy it, and if so, what did they like best?
How to help your child with phonics, tricky words and comprehension
Your child’s teacher will probably send your child home with reading books at the right level for them. Usually, these books will practise the phonics your child is currently learning in class – and they may also include some of the tricky words your child needs to know how to read.
You can support your child by listening to them read, helping them when they get stuck, and talking with them about what they have read.
Helping when your child gets stuck on a word
If your child gets stuck on a particular word as they are reading, always encourage them to use the phonics they know to help them work the word out. Ask them to sound out each phoneme (sound) in the word and then blend the phonemes together to read the word – e.g. ‘t-r-ai-n, train’. If they are still stuck, or if the word contains sounds that they don’t know yet, show them how to sound it out and blend it, and ask them to copy you.
Don’t worry if there are several words your child can’t read at first sight – the important thing is to keep practising! If your child is really stuck on a word, it’s fine just to read it for them and move on quickly. Try not to get upset or impatient with them – it’s natural for beginner readers to struggle sometimes because they’re learning to do something difficult! It’s better to give them the words they can’t read than to keep stopping and slow the story down.
If your child gets stuck on a ‘tricky’ word – a very common word like ‘where’ or ‘what’ that can’t be read using phonics alone – you could ask them to think about the meaning of the whole sentence, and use the first few letters of the word to help them work out what word would make best sense. Again, if they are really stuck, just read the word to them and move on. It might be worth making a list of any tricky common words that they don’t know, so you can practise them later.
Helping with comprehension
Because of the focus on phonics, some children get a bit fixated on reading the words in their book, sounding them out and blending them, and they can forget to think about the meaning! This means that they might not be following the story, or understanding the information in their book.
This is completely understandable, because their little minds are busy trying to use all the phonics they know to work out the words – they don’t have the brain-space to think about the meaning too. However, good readers have to be able to think about the meaning as well as just reading the words. And this takes practise!
There are lots of ways you can help your child with comprehension.
• Talk about the book with them, asking their opinion of the story or chatting about the information in the book
• Encourage them to pause in their reading from time to time, look at the pictures and talk about what the characters might be thinking or what might happen next.
• Talk about any ways in which the book links to things your child already knows, or things they have done – e.g. ‘Do you remember, we went on a train like that on holiday!’ or ‘How did you feel when you lost your teddy like the boy in the book?’
• If they enjoyed a story, encourage them to retell it to you – can they remember the main things that happened? Look back at the book to remind them if necessary.
• Keep reading books to them, as well as listening to them read. Right through primary school, children need to hear and share stories that might be too tricky for them to read alone. Listening to you read a longer book to them gives your child the opportunity to think about the story or the information, without having to focus on reading the words. This will really help exercise their comprehension muscles!
Not just school books
As well as the reading books that your child brings home from school, there are lots of other resources you can use to help your child. For instance, the Newspaper, magazines, comics - Read it yourself series helps children develop and improve their reading skills, with illustrated stories and non-fiction that gradually increase in challenge as they progress. Each book is carefully written to include many high-frequency words, as well as a limited number of story words that are introduced and practised throughout.
Top tips for reading with school-age children
Pick your time
It sounds obvious, but it’s worth keeping reading sessions for times when your child isn’t too hungry, tired or distracted to focus. Everyone’s different, and you’ll know the times that work best for your child. Straight after school when they want to play, or just before bedtime when they’re low in energy, may not be the best times! Some families like to read in the morning before school, or mid-evening between teatime and bedtime. If you can, it also pays to pick a nice quiet place where your child won’t be distracted by other entertainment (or even noisy siblings!).
Keep it short – and fun!
Learning to read is hard work for most children! It’s often better to have a short, focused ten-minute reading session rather than a long half-hour slog which is just exhausting for everyone. Little and often is good!
Let your child stop reading when they’re tired and have had enough - you can always go back to it later. Keep the atmosphere fun and positive, by chatting about what your child is reading and helping them if they get stuck (see the tips above). Don’t forget to give them lots of praise for their efforts!
Go with your child’s interests
As well as the books they bring home from school, encourage your child to choose some books for themselves. The library is your friend here – and bookshops are also full of lovely books with lots of appeal for children and parents alike. If you let your child choose their own books sometimes, you’ll find they’re that much more motivated to read them – and you can always help them, or read to them if they choose books that are too tricky for them at the moment.
It’s also worth bearing in mind that not everyone loves stories! And children’s interests change as they get older – so variety is the key. We often think of story books when we think of early reading, but your child will get just as much fun and essential reading practise by reading comics, age-appropriate websites, non-fiction books on subjects that interest them, leaflets, magazines, the back of the cereal packet . . . the list is endless!
Be a reading family
Even when your child can read a whole book without needing any help at all, it’s still important to keep reading to them – this way, they get to experience and enjoy longer and more complicated books, and they also get to enjoy some special time with you! There’s nothing to beat the feeling of snuggling down with a book you’re both enjoying, desperate to find out what happens next . . .
It’s also really helpful if your child can see you reading – whether that’s taking time to enjoy a novel, snatching five minutes with a newspaper or magazine, following a blog or doing some research for a trip or holiday. All of this will help your child see that reading is important to you – and this will help them to value it too, and create a lifelong love of reading.